DIGICOMP
A framework
to help improve digital
consumer skills
Barbara Brecko
Yves Punie
Riina Vuorikari
JRC-IPTS
European Commission,
Joint Research Centre
European Commission's
in-house science service
Institute for Prospective
Technological Studies (IPTS)
Research institute
supporting EU policy-making
on
socio-economic, scientific
and/or technological issues
JRC IPTS study on
Digital
Competence
for DG EAC A3
(2010-2012)
This presentation:
•“Digitally competent”
•Introduction to the framework, and
what to do with it?
•Examples for consumers needs in
on-line shopping
http://is.jrc.ec.europa.eu/pages/EAP/DIGCOM
P.html
What does it mean to be digitally
competent?
Digital competence ≠ use of ICT tools
Digital competence involves
the confident and critical
use of ICT for employment,
learning, self-development
and participation in society
(EC, 2006).
ATTITUDES
KNOWLEDGE
COMPETENCE
SKILLS
An encompassing definition
Digital competence is the set of
knowledge, skills, attitudes,
strategies and awareness
Learning domains
that are required when using
ICT and digital media
Tools
to perform tasks; solve
problems; communicate;
manage information;
collaborate; create and share
content; and build knowledge
Competence areas
effectively, efficiently,
appropriately, critically,
creatively, autonomously,
flexibly, ethically, reflectively
for work, leisure, participation,
learning, socialising,
consuming & empowerment
Modes
Purpose
A short introduction to the framework
JRC IPTS study on
Digital Competence
for DG EAC A3 (2010-2012)
Aim:
• Identify and describe key components of Digital
Competence (DC) in terms of knowledge, skills and
attitudes.
Why:
• Many initiatives but lack of common understanding and
guidelines at European level
Policy:
• 2013 COM on Opening up Education
• 2006 Recommendation on Key Competences for
Lifelong Learning
• Digital Agenda Scoreboard
Use:
• By Spain, Basque region, Andalucía, and Malta to
develop framework for teacher competences
Digital Competence framework
Competence
areas
1.
Information
2. Communication
3.
Content creation
4.
Safety
5.
Problem solving
JRC IPTS study on
Digital Competence
for DG EAC A3 (2010-2012)
21 Competences
Competence areas
1.
Information
1.1 Browsing, searching, & filtering information
1.2 Evaluating Information
1.3 Storing and retrieving information
2. Communication
2.1
2.2
2.3
2.4
2.5
2.6
Interacting through technologies
Sharing information and content
Engaging in online citizenship
Collaborating through digital channels
Netiquette
Managing digital identity
3.
Content creation
3.1
3.2
3.3
3.4
4.1
4.2
4.3
4.4
5.1
5.2
5.3
5.4
Developing content
Integrating and re-elaborating
Copyright and Licences
Programming
Protecting devices
Protecting data and digital identity
Protecting health
Protecting the environment
Solving technical problems
Expressing needs & identifying technological responses
Innovating, creating and solving using digital tools
Identifying digital competence gaps
4.
Safety
5.
Problem solving
http://is.jrc.ec.europa.eu/pages/EAP/DIGCOMP.html
1. Information
• 1.1 Browsing, searching and filtering information
•
To access and search for online information, to
articulate information needs, to find relevant information,
to select resources effectively, to navigate between online
sources, to create personal information strategies
• 1.2 Evaluating information
•
To gather, process, understand and critically evaluate
information
• 1.3 Storing and retrieving information
•
To manipulate and store information and content for
easier retrieval, to organise information and data
Dimension 1
Name of area
Dimension 2
Competence title
and description
Dimension 3
Proficiency levels
Information
1.1 Browsing, Searching & filtering information
To access and search for online information, to find relevant information, to select resources effectively, to create
personal information strategies
A - Foundation
B- Intermediate
C- Advanced
I can do some online searches
through search engines. I know that
different search engines can provide
different results.
I can browse the internet for
information and I can search for
information online. I can select the
appropriate information I find.
I can use a wide range of search
techniques when searching for
information and browsing on the
Internet. I can filter and monitor the
information I receive. I know whom
to follow in online information
sharing places (e.g. micro-blogging).
Knowledge
examples
Skills examples
Attitude examples
Dimension 5
Application to
purpose
Learning
Employment
Understands how information is generated, managed and made available
Is aware of different search engines
Understands which search engines or databases best answer to his/her own information needs
Understands how information can be found in different devices and media
Understands the reliability of different sources
Understands how search engines classify information
Understands how feeds mechanism works
Understands indexing principles
Adjusts searches according to results
Can follow information presented in hyper-linked and non-linear form
Can use filters and agents
Is able to search for words that limit the number of hits
Can refine information searches and selects controlled vocabulary specific to the search tool
Has strategic information skills for goal oriented activities
Can modify information searches according to how algorithms are built
Is able to adapt search strategies to a specific search engine, application or device
Has a proactive attitude towards looking for information
Values the positive aspects of technologies for information retrieval
Is motivated to seek information for different aspects in his/her life
Is curious about information systems and their functioning
Is aware of the limitation of searches through technological means
I can use a search engine to find
details about a specific type of heat
energy
I can find a range of sources of
information about a specific form
of heat energy, and use a refined
search to locate the most
appropriate sources
I can find details of flights using a
common search engine
I can find details of flights using a
number of search engines, and a
number
of
flight
company
websites, selecting details that
relate to schedule times
I can find a range of sources of
information about a specific form
of heat energy using different
search engines and advanced
searches, and can also use online
databases and searches through
linked references
I can find details of flights using a
number of search engines, flight
company web sites, and web sites
that compare details of many flight
companies, including costs and
schedule times
Source: Elaborated by IPTS, based on the
structure of the eCompetence framework for
ICT professionals
Dimension 4
How to apply the framework for
consumers’ digital competence?
Example of mapping on-line consumer “use cases” to the framework
Dimension 1
Competence areas (5)
1.
Information
2. Communication
Dimension 5
Application to purpose examples
“Social media a key channel for promoting and advertising products
and services”
“80% of online consumers are using price comparison websites to find
better deals” by Commissioner Neven Mimica
“Social media allows digitally literate consumers to share
experiences and offer feedback on products and services”
“To fight for social or environmental causes thanks to their power to
influence fellow consumers; to force brands to live up to their
promises”
3.
Content creation
4.
Safety
5.
Problem solving
“To set up peer-to-peer marketplaces for lending and sharing”
“To obtain better deals by aggregating their buying power”
(e.g. GroupOn);
“Web 2.0 represents a goldmine of data for brands and advertisers”
“other sensitive issues related to "cookies" or presenting different
consumers with different offer?”
“Behavioural advertising; how to manage ones Digital identity?
“How can consumers be empowered to make more informed choices
with respect to behavioural targeting, and to manage their
involvement? “
“To distinguish genuine, disinterested consumer experience from
artificial content that is posted for sheer commercial purposes”
“Social media allows digitally literate
consumers to share experiences and offer
feedback on products and services”
How could the existing Digcomp
framework be applied to
consumers’ digital competence?
• The Digcomp framework could be applied to develop a
comprehensive framework for consumers’ digital
competence (Dimension 5)
• Since competences are inter-related, it’s dangerous to pick only a few
• Such framework would facilitate to promote consumer
education, to create suitable educational materials and even
to assess the existing competences.
• …but also to set and reach policy targets for this area!
What does it mean to be a consumer in
today’s on/off-line environment?
What does it mean to be a consumer in
today’s on/off-line environment?
Things to consider for future competences:
•Digital identities, also those of consumers, are
“negotiated” each time between the user and the
environment
•Privacy, and the data related to the consumer,
increasingly becomes a commodity, an item that
is traded and even sold.
•
E.g. to use a free services such as Gmail or FB,
the user trades their data in exchange of the
services.
•A competence framework should reflect such
realities!
Thank you!
Institute for Prospective
Technological Studies (IPTS)
Information Society
Unit http://is.jrc.ec.europa.eu